authentic assessment methods: a practical handbook for teaching … · a practical handbook for...

2015

Authentic Assessment Methods:

A Practical Handbook for Teaching Staff Part III – Examples and Templates

Bhavani Sridharan

Lecturer in Higher Education

Jamie Mustard

Associate Dean

Teaching and Learning

ACKNOWLEDGEMENTS

We would like to express our sincere appreciation to a number of colleagues who provided insights, editorial help and creative design in developing this guide. In particular, we would like to thank Emma Simpfendorfer (Department of Information Systems and Business Analytics), Marie Gaspar and Viola Rosario (Language and Learning Advisers, Student Life) for providing valuable editorial assistance. In addition, we would like to thank Saad Sheikh (Learning Innovations) for creative design contributions to this guide. We also genuinely appreciate numerous inspirational resources from many higher education institutions across the world. We gratefully acknowledge all these contributions both direct and indirect; however, errors and omissions are our own.

PREFACE

The purpose of this handbook is to assist teaching staff in implementing Deakin University’s strategic policy direction by scaffolding authentic assessment practices.

The key objective is to provide a succinct and concise reference handbook for assessment strategies to realise Deakin’s vision of ‘empowering learners for the jobs and skills of the future’. This handbook provides comprehensive guidelines for choosing appropriate authentic assessment methods to align with Deakin University’s Graduate Learning outcomes (DGLO2 to DGL

Part-III includes examples and templates for assessing various GLOs. This handbook is a work-in-progress document and will be revised based on the latest research and development in this area and feedback from staff members. If you have any feedback or comments for improving this handbook, please contact Bhavani Sridharan ([email protected]) or Jamie Mustard ([email protected]).

mailto:[email protected]

mailto:[email protected]

Authentic Assessment Methods: A Practical Handbook for Teaching Staff Part-III | 2015

Table of contents ACKNOWLEDGEMENTS ............................................................................................................................. 1

PREFACE ..................................................................................................................................................... 1

Table of contents ....................................................................................................................................... 2

Part-III: Examples and Templates ............................................................................................................. 3

I Written Communication: Sample Assessment Examples ....................................... 3

II Critical Thinking: Sample Assessment Examples ................................................... 5

III Self-Management: Templates and Examples ....................................................... 9

IV Teamwork: Sample Assessment Methods .......................................................... 17

Section-A: Assessing Teamwork Product – Methods and Options .............................. 17

Section B: Assessing Teamwork Process – Methods and Options ............................... 19

Section C: Teamwork Templates .................................................................................. 21

V Global Citizenship: Example Cases ...................................................................... 27

Learning Innovations Faculty of Business and Law Page 2 of 28


Part-III: Examples and Templates

I Written Communication: Sample Assessment Examples 1. Annotated Bibliography Example: Research Articles (NCCSTS, 2010)



2. In-Tray Exercise Example: Business Challenges (University, 2010)



3. In-Tray Additional Examples

Topic Examples – as PDF attachments

1. In-Tray Exercise example -1: Business Challenges(University, 2010) PDF

2. In-Tray Exercise example -2: Retail Banking(AssessmentDay, 2015) PDF

II Critical Thinking: Sample Assessment Examples 1. Asking students to use Toulmin Model of Argument to provide structured argument to anygiven domain specific context

2. Scenario-based questions (Prep, 2015)

Scenario: You have been designated as the leader of the team. One of the team members is undermining you. Currently, he is at a less senior position than you in the company and hasn't been working there for long. However, he is better educated than you and is also considered a fast learner. You know from a third party that he is interested in taking over some of your Responsibilities.

How would you react to this scenario?


http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/In-Tray-Example-Business-Challenges.pdf


http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/In-Tray-Example-2-Retail-Banking.pdf


http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/In-Tray-Example-2-Retail-Banking.pdf


3. Mini Case Example 1: A Good team Player (Michael, 1992)



4. Mini Case Example 2: Might Makes Right (Coll, 1992)



5. Additional samples cases and examples

Topic Example Cases – as PDF attachments

Mini Case Example: My Textbook Said This Would Work (Sue, 1992)

My textbook said this would work.pdf

Simulated Case Example: Is Bob Special? (D & S, 1992)

Is bob special.pdf

Case Example – Ethics: Banana Split Case (Lori & Nancy, 2010)

Ethics banana_split (1).pdf

Case Example – Policy Issue: Water Bolivia Case (Melani & Karina, 2010)

Policy Issue water_bolivia.pdf

Scenario Based Question Examples (Prep, 2015)

Scenario based questions.pdf


http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/My-textbook-said-this-would-work.pdf

http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/Is-bob-special.pdf

http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/Ethics-banana_split-1.pdf

http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/Policy-Issue-water_bolivia.pdf

http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/Scenario-based-questions.pdf


III Self-Management: Templates and Examples Adapted from (Barkley, Cross, & Major, 2005; Breslow, 2005; Ebooks, 2014; G. Gibbs, 1988; G Gibbs, 1994; Millis & Cottell, 1998; Race, 2005; Rolfe, 2002; K. A. Smith, 1996; Tuckman & Jensen, 1977; Waterloo, 2004))

I. Self-assessment Form – 1 (Teamwork Process Context)

Name: Name of project: Check the box with the appropriate rating for each aspect of your individual work. 1 is excellent; 2 is good; 3 is adequate; 4 is poor; 5 is absent Rating Item 1 2 3 4 5 1. I followed directions and listened carefully to instructions 2. I actively participated in group discussions and group work. 3. I valued everyone's opinion. 4. I stayed on task during all activities and did my share of group work to my best ability

5. I interacted well and respected others at all times. Comments: What do you think you could do to be a more effective team member?

2. Self-assessment Form – 2 (Teamwork Process Context)

Student Name:_______________________; Student ID: _________________________________

Item Very weak, priority for improving

Weak, need to improve

Ok Good Excellent

I know what makes a group successful

I value what people have to offer

I actively listen to what other people say

I contribute effectively in groups

I know how to be a good group member

I know how to deal with difficulties in groups

I know how to deal with unfairness in groups

I know how to share work in a group without cheating

I know how to use online tools to help groups communicate effectively

I know what group work facilities are available at Solent University



I know what other resources are available to learn more about working in groups

3. Team Contract Agreement Form -1

These are the terms of group conduct and cooperation that we agree on as a team. Participation: We agree to.... Communication: We agree to... Meetings: We agree to.... Conduct: We agree to... Conflict: We agree to... Deadlines: We agree to... Team Member’s Name Team Member’s Signature



4. Teamwork Ground Rule Agreement Assessment Form

Directions: Ask each and every member of the team to fill this form and submit a final form that is mutually agreed by everyone. Students submit the form twice – first soon after the group formation and agreement of the contract and finally after completion of the work

Items/Questions Student Agreement Answers

Met/Not Met

Goals What are your expectations about what your team will accomplish this semester?

What are your personal goals for improving your teamwork and communication skills this semester?

What kind of obstacles do you think you might encounter in trying to reach both your team goals and your personal goals?

What happens if most people on the team want to get an “A” on the assignment, but another person decides that a “B” will be acceptable?

Is it acceptable for two or three team members to do more work on the assignment in order to get an “A”?

What are your expectations about what your team will accomplish this semester?

What are your personal goals for improving your teamwork and communication skills this semester?

Work Norms How much time per work do you anticipate it will take to make the project successful?

How will you decide who should do what on the report and oral presentation?

What will happen if someone doesn’t follow through on a commitment (e.g., misses a deadline, doesn’t show up to a meeting)?

What happens if people have different opinions on the quality of the work?

How will you deal with the different work habits of individual team members (e.g., some people like to get assignments done as early as possible; others like to work under the pressure of a deadline)?

How much time per work do you anticipate it will take to make the project successful?

Meeting Norms Do you want to have a standing meeting time? How often do you think the team will need to meet outside of class?

How long do you anticipate each meeting will be? Do you want to have a standing meeting time? Decision Making Will you need approval of every team member before making a decision?



What will you do if every team member except one agrees on something?

Will you need approval of every team member before making a decision?

Facilitation Norms How often will you rotate the facilitator position? How will you decide on whose turn it is to facilitate?

What will you do if one person seems to be dominating the team process?

What will you do if you feel most of the facilitation responsibilities are falling on you?

Decision Making Is it generally easier to reach you by e-mail or phone? What is your preferred calling hours? Other comments Include if any… Team Member’s Name Team Member’s

Signature Date

5. Portfolio Assessment Form

Student Name: Assessor Name: Date: Evidence of achievement of learning outcomes:

Fully met Partially met

Not yet met

Comments

1. Used a wide and appropriate range of methods effectively and efficiently, to work with large groups, small groups, and one-to-one.

2. Demonstrated the ability to work with appropriate information and communications technologies to support student learning.

3. Developed personal and professional coping strategies within the constraints of the institutional setting.

4. Reflected on personal and professional practice and development.

5. Assessed future development needs and made a plan for continuing development.

Signature:………………………………………… Date: ……………………………



6. Portfolio showcase example

Adapted from (Mueller, 2014) Showcase Portfolios: What samples might be included?

Purpose Assessment Artefacts Showcase end-of-year/semester accomplishments

• samples of best work • samples of earlier and later work to document progress • final tests or scores • discussion of growth over semester/year • awards or other recognition • teacher or peer comments

Showcase sample of best work for employment

• cover letter • sample of work • reflection on process of creating sample of work • reflection on growth • teacher or peer comments • description of knowledge/skills work indicates

Showcase student perceptions of favourite, best or most important

• samples of student's favourite, best or most important work • drafts of that work to illustrate path taken to its final form • commentary on strengths/weaknesses of work • reflection on why it is favourite, best or most important • reflection on what has been learned from work • teacher or peer comments

Showcase student's current aptitude

• representative sample of current work • match of work with standards accomplished • self-reflection on current aptitudes • teacher reflection on student's aptitudes • identification of future goals

7. Self-assessment Form

Adapted from (Ebooks, 2014) STUDENT NAME: STUDENT ID: DATE:

ASSESSING SELF-MANAGEMENT

STATEMENT OF EVENTS

Self-control Items Poor OK Good Excel

Are you able to remain composed whatever your emotional state is? Can you manage your impulsive feelings & distressing emotions so that their impact on a situation is little or nothing?

Are you able to stay composed & positive in moments of stress?



Would you describe yourself as unflappable even in trying circumstances?

Do you think clearly staying focused when you are under pressure? Can you manage your impulsive feelings & distressing emotions so that their impact on a situation is little or nothing?

Trustworthiness Items Poor OK Good Excel

Are you someone who would take a tough, principled position on an issue, even if this makes you unpopular?

Are you also an individual that does things when they say they will do it?

Are you someone who acts ethically? Do you build trust through your reliability & authenticity? Are you able to admit to your own mistakes?

Adaptability Items Poor OK Good Excel

Are you able to easily adapt to and fit in changing situations? Do you readily adapt your responses fit in with changing circumstances?

Are you able to view different events from a flexible & open perspective?

Are you able to view different events from a flexible & open perspective?

Initiative Items Poor OK Good Excel

Do you happily or naturally take the lead in problem-solving situations?

Are you someone who will stand up to resolve a conflict? Do you seek ways to prevent such problems & situations from happening or reoccurring?

Do you seek out fresh ideas from a wide variety of sources? Are you open to and give serious consideration to original solutions to a problem?

Are you able to generate new ideas yourself or in others? REFLECTIVE COMMENTS



8. Learning Log Form

Student Id: Student Name: Date: Topic What concepts I have

learnt so far. What concepts I have no or little understanding?

What actions I took to clarify my understanding?

Topic -1 Topic -2 Topic -3

9. Gibbs’s Reflective Framework (G. Gibbs, 1988)

10. Rolfe’s reflective practice framework – Assessment form (Rolfe, Freshwater, & Jasper, 2001)



What? – Describe the situation, achievements, consequences, responses, feelings, and problems. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_______________________________________________________ So what – discuss what has been learnt; learning about self, relationships, models, attitudes, cultures, actions, thoughts, understanding, and improvements.

Now what – identify what needs to be done in order to; improve future outcomes, and develop learning.



IV Teamwork: Sample Assessment Methods

Section-A: Assessing Teamwork Product – Methods and Options Mark Calculation References: (Lejk, Wyvill, & Farrow, 1996)

1. Example 1: Equally Shared Mark

• Each student contribute every aspect of the assessment task by collaborative work • Group mark = 60%; 3 members in the team and all three students get 60%; Simplest Method • Individual mark = group mark

2. Example 2: Individual Mark = Group Average

• Each student works on one particular aspect/task of the assignment allocated to them • Finally one product is submitted by combining output from each one • Group Average = Sum(individual task mark)/No of students • Individual mark = Group Average

Task Student Mark Task A Student A 80% Task B Student B 65% Task C Student C 55% Overall Product mark Group Average 67%

3. Example 3: Individual Mark = (Individual Task Mark + Group Average)/2

• Each student works one particular aspect/task of the assignment allocated to them • Finally one product is submitted by combining output from each one • Group Average = Sum(individual task mark)/No of students • Individual mark = (Individual Task Mark + Group Average Mark)/2



Task Task Mark Student Student Mark Task A 80% Student A (67+80)/2 Task B 65% Student B (67+65)/2 Task C 55% Student C (67+55)/2 Overall Product Average 67%

4. Example 4: Individual Mark = (Group Common Task Mark + Individual Task Mark)/2

• All students contribute to one common task and one individual task • Finally one product is submitted by combining output from both common task and individual

task • Individual mark = (Group Common Task Mark + Individual Task Mark)/2

Task Task Mark Student Student Mark Common Group Task 90% All Team members Task A 80% Student A (90+80)/2 Task B 65% Student B (90+65)/2 Task C 55% Student C (90+55)/2

5. Example 5: Individual Mark = (Group Mark + Individual Mark)

• All students work collaboratively contributing to all aspects of the assessment task and submit one final product

• In addition each student submits a self/team reflection piece • Group Mark = One single mark for the entire product • Individual mark = Group Mark + Individual Mark)

Student Individual Student Mark

Group Mark Student Mark

Student A 80% 50 (50+80)/2 Student B 65% 50 (50+65)/2 Student C 55% 50 (50+55)/2

6. Example 6: Individual Mark by distribution of pool of mark by consensus


• In addition each team member student submits a document (or survey) indicating % the contribution (total must add up to 100) of each member

• 3 members in a team; Group mark = 80%; Total marks to share = 3 * 80 =240 marks • Individual mark = (individual contribution %) * (Group mark * Number of members)

Student Contribution in % Group Mark Total Mark to Share

Student Mark

Student A contribution

40% 80% 3*80 =40% * 240

Student B contribution

35% 80% 3*80 =35% * 240

Student C contribution

25% 80% 3*80 =25% * 240

7. Example 7: Individual Mark adjusted by individual weighting factor




• In addition each member submits a rating of each members’ contribution for each section of the work

• e.g. 4 tasks to complete; 3 members in a team; Group mark = 60% • Rating for each tasks: (5- outstanding; 4- good; 3-average; 2- tried but not enough; 1- not

contributed • Individual mark = Group mark * (Individual total rating/Group Average of total rating)

Task Student A rating Student B rating Student C rating Task 1 (e.g. literature review) 5 1 4 Task 2 (e.g. methodology) 4 2 3 Task 3 (e.g. analysis) 3 3 4 Task 4 (e.g. recommendations) 2 4 1 Individual total 14 10 12 Group Average 12 Student Mark 60% * (14/12) 60% * (10/12) 60% * (12/12)

Technology support: SparkPLUS/PRAZE 8. Example 8: Individual mark = Group Average (Peer review mark)


• Each groups product is assessed by one or more peer groups • Group 1 assessed by group 2, 3 and 4. • Individual mark = Group Mark

Assesse Group Assessor Group Peer Mark Group 1 Group 2 60% Group 1 Group 3 50% Group 1 Group 4 70% Group 1 Average Mark 60%

Technology support: SparkPLUS/PRAZE

Section B: Assessing Teamwork Process – Methods and Options Mark Calculation References: (Lejk et al., 1996)



1. Example 1: Individual Mark = Average peer rating

• Each team member gives rating for their peers based on a list of pre-defined criteria • Rating for each criteria based on Likert scale e.g.: (5- outstanding; 4- good; 3-average; 2-

tried but not enough; 1- not contributed) • Individual mark = Average of peer rating from the team members

Criteria Student B rating of student A

Student C rating of student A

Student D rating of student A

Criteria 1 (e.g. Contribution to ideas)

5 1 4

Criteria 2 (e.g. Leadership) 4 2 3 Criteria 3 (e.g. Attending meetings)

3 3 4

Criteria 4 (e.g. Feedback) 2 4 1 Student A total rating from each team member

14 10 12

Student A Mark ((14+10+12)/60)*100 = 60% 2. Example 2: Individual Mark = (Group product mark)* Individual weight factor (SPA factor)

• Each team member completes both self-assessment and peer assessment based on a list of pre-defined criteria

• SPA factor is calculated based on this self and peer assessment to calculate individual weight

factor • Individual mark = (Individual Group mark)* SPA factor

Student Group Mark SPA factor Student Mark Student A 50 0.8 (50)*0.8 Student B 50 0.9 (50)*0.9 Student C 50 1.1 (50)*1.1



Section C: Teamwork Templates (Adapted from ((Barkley et al., 2005; Breslow, 2005; Ebooks, 2014; G. Gibbs, 1988; Millis & Cottell, 1998; Race, 2005; Rolfe, 2002; K. A. Smith, 1996; Tuckman & Jensen, 1977) 1. Team Roles Template

Student teams often function most effectively when members have designated roles. These can be instructor-determined or established by the groups themselves, e.g., by giving teams a list such as the one below and asking them to decide on and delegate appropriate roles within their group.

The roles you – or your students – assign will depend on the goals of the assignment, the size of the team, etc. They can be fixed or rotating. Here are some possible group roles, but the list is not exhaustive. Think creatively and come up with your own!

Role Description Student Name

Facilitator: Moderates team discussion, keeps the group on task, and distributes work.

Recorder: Takes notes summarizing team discussions and decisions, and keeps all necessary records.

Reporter Serves as group spokesperson to the class or instructor, summarizing the group’s activities and/or conclusions.

Timekeeper Keeps the group aware of time constraints and deadlines and makes sure meetings start on time.

Devil’s Advocate Raises counter-arguments and (constructive) objections, introduces alternative explanations and solutions.

Harmonizer Strives to create a harmonious and positive team atmosphere and reach consensus (while allowing a full expression of ideas.)

Prioritizer Makes sure group focuses on most important issues and does not get caught up in details.

Explorer Seeks to uncover new potential in situations and people (fellow team members but also clients) and explore new areas of inquiry.

Innovator Encourages imagination and



contributes new and alternative perspectives and ideas.

Checker Checks to make sure all group members understand the concepts and the group’s conclusions.

Runner Gets needed materials and is the liaison between groups and between their group and the instructor.

Wildcard Assumes the role of any missing member and fills in wherever needed.

2. Teamwork assessment template-1

Group Process Evaluation Form

Reflect on your group’s dynamics overall and rate you group according to each of the following variables (using a scale from 1 to 5) Highlight your choice below or type X into the appropriate column. Goals Goals were unclear or poorly understood, resulting in little commitment to them.

1 2 3 4 5 Goals were clear, understood, and had the full commitment of team members.

Openness Members were guarded or cautious in discussions.

1 2 3 4 5 Members expressed thoughts, feelings, and ideas freely.

Mutual Trust Members were suspicious of one another’s motives.

1 2 3 4 5 Members trusted one another and did not fear ridicule or reprisal.

Attitudes Toward Difference Members smoothed over differences and suppressed or avoided conflict.

1 2 3 4 5 Members felt free to voice differences and work through them.

Support Members were reluctant to ask for or give help.

1 2 3 4 5 Members were comfortable giving and receiving help.

Participation



Discussions and decisions were generally dominated by a few members.

1 2 3 4 5 All members were involved in discussions and decisions.

Commitment There seemed to be minimum commitment to the group as a whole.

1 2 3 4 5 All members were totally committed to the team

Flexibility The group is locked into established rules and procedures that members find difficult to change.

1 2 3 4 5 Members readily changed procedures in response to new situations.

Use of Member Resources Individuals’ abilities, knowledge and experience were not well utilized.

1 2 3 4 5 Each member’s abilities, knowledge, and experience were fully utilized.


Name: Name of group members: Name of project: Check the box with the appropriate rating for each aspect of your team's work. 1 is excellent; 2 is good; 3 is adequate; 4 is poor; 5 is absent Rating Aspect 1 2 3 4 5 1. The group cooperated. Everyone played a role and carried it out. 2. Everyone contributed to the discussion. 3. Everyone's opinion was valued. 4. The group was organized. 5. Problems were addressed as a group. 6. All parts of the assignment were completed within the time assigned. Comments: What do you think your team could do to be more effective?

4. Assessment on rating and feedback

Assessor Name:____________________________; Assessor ID: ________________________________ Assesse Name: ____________________________; Assessor ID: ________________________________

Criteria Strongly Disagree

Disagree Agree Strongly Agree

The assessor provided fair assessment of criteria 1 ☐ ☐ ☐ ☐ The assessor provided fair assessment of criteria 2 ☐ ☐ ☐ ☐ The assessor provided fair assessment of criteria 3 ☐ ☐ ☐ ☐ The assessor provided fair assessment of criteria 4 ☐ ☐ ☐ ☐ The assessor provided fair assessment of criteria 5 ☐ ☐ ☐ ☐ The assessor provided constructive feedback to help me learn from mistakes

☐ ☐ ☐ ☐

The assessor’s feedback are clear to help me learn from mistakes

☐ ☐ ☐ ☐




Enter your feedback to the group’s members that would help them to improve their presentation next time. Minimum 300 words. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



6. Teamwork Effectiveness Evaluation Template Adapted from (Waterloo, 2004)

Group No: Team Members Names: Criteria Strongly

Agree Agree Uncertain Disagree Strongly

Disagree Sense of Purpose

We agree about the grade we wish to obtain for our group assignment

Team Process We have a fair and clear division of labour We have clear timelines and deadlines for delivery

We have effective problem-solving processes

We have effective communication processes

We have effective decision-making processes

Team members contribute equally Group Members

Group members respect and listen to each other

Group members deal with conflict, if any, constructively

All group members actively participate in the work that needs to be done

Creativity We encourage divergent ideas Satisfaction We enjoy working as members of this group

7. Peer review pro-forma Example

Student Name: Feedback given date: Feedback responded date: Questions Instructor (or Peer)

Comment Student’s Response

What are the main strengths of this work?

What areas needs improvement in this work?

What areas need focus to improve grade in the next submission?

Provide at least 3 constructive feedback or areas for improvement

1. 2. 3.



8. Teamwork Assessment Possible Criteria List (Ohland, et al., 2012; Christianson, 2007; Freeman, 2011)

1. Contributing to the Team's Work • Did a fair share of the team's

work. • Fulfilled responsibilities to

the team. • Completed work in a timely

manner. • Came to team meetings

prepared. • Did work that was complete

and accurate. • Made important

contributions to the team's final product.

• Kept trying when faced with difficult situations.

• Offered to help teammates when it was appropriate.

2. Interacting With Teammates • Communicated effectively. • Facilitated effective

communication in the team • Exchanged information with

teammates in a timely manner.

• Provided encouragement to other team members.

• Expressed enthusiasm about working as a team.

• Heard what teammates had to say about issues that affected the team.

• Got team input on important matters before going ahead.

• Accepted feedback about strengths and weaknesses from teammates.

• Used teammates' feedback to improve performance.

• Let other team members’ help when it was necessary.

3. Keeping the Team on Track • Keeping the Team on Track • Stayed aware of fellow team

members' progress.

• Assessed whether the team was making progress as expected.

• Stayed aware of external factors that influenced team performance.

• Provided constructive feedback to others on the team.

• Motivated others on the team to do their best.

• Made sure that everyone on the team understood important information.

• Helped the team to plan and organize its work.

4. Quality Expectations

• Expected the team to succeed.

• Believed that the team could produce high-quality work.

• Believed that the team should achieve high standards.

• Cared that the team produced high-quality work.

4. Having Relevant Knowledge, Skills, and Abilities (KSAs) • Had the skills and expertise

to do excellent work. • Had the skills and abilities

that were necessary to do a good job.

• Had enough knowledge of teammates' jobs to be able to fill in if necessary.

• Knew how to do the jobs of other team members.

5. Cooperation and Time Management • Able to listen • Shared information • Provided leadership • Organised and efficient • Made contribution according

to agreed group schedule

6. Conflict Resolution • Managed conflict effectively

and constructively • Worked towards positive

resolutions to group issues

7. Leveraging Group Member Skills • Respected each group

member’s skills and strengths • Balanced own skills and

strengths with overall group to achieve best possible group outcomes

8. Values and Equity • • Respectful of diversity of

group member values, knowledge and experience

• Made a fair contribution to the overall workload

9. Miscellaneous

• Had full commitment to team work with clear understanding of goals

• Attended meetings and comes on time.

• Team members express thoughts, feeling and ideas freely and openly

• Team members trust one another and do not fear ridicule or reprisal

• Team members feel free to voice differences and work through them.

• Team members are comfortable giving and receiving help.

• Team members are involved in discussion.

• Team members readily change procedures in response to new situations.

• Team members are involved in decision-making.



V Global Citizenship: Example Cases 1. Corporate Social Responsibility (CSR) Example Case (G. S. Smith & Bonk, 1992)



2. White Collar Crime Example Case (McGoun, 1992)

3. Additional samples cases and examples

Case Topic Examples – as PDF attachments

1. Computing Ethics (Zubairi, 2002)

2. White Collar Crime (McGoun, 1992)

3. Ethical Decision Making (Heist & Bilgert, 1992)


http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/computing_ethics.pdf

http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/WhiteCollarCrime.pdf

http://blogs.deakin.edu.au/learning-innovations/wp-content/uploads/sites/8/2015/07/EthicalDecisionMaking-Copy.pdf

authentic assessment methods: a practical handbook for teaching … · a practical handbook for...

Documents